CAA-accredited programs elect the academic and practitioner members of the CAA. Each program, whether accredited in audiology or speech-language pathology, may cast one vote for each vacancy on the CAA, regardless of whether the position is in audiology or speech-language pathology. Candidacy programs are not eligible to vote.
Program directors are encouraged to include all faculty in the relevant profession in the discussion regarding the vote to be cast by the program. Programs are encouraged to review the roles and responsibilities of CAA members as outlined in Chapter V: Operation of the Council on Academic Accreditation in the Accreditation Handbook when considering the candidates for each position as well as the current CAA roster.
Election Schedule and Notification
The program director for each accredited program in good-standing will be sent instructions and the link to the election site on Monday, August 28, 2017, when online voting commences. Voting concludes on Friday, September 15, 2017 at 11:59pm EDT.
All candidates will be notified as described in Chapter VI: Nominating Committee of the Accreditation Handbook. After the candidates have received notification, the election results will be announced via appropriate publication vehicles.
Candidates for Election to the CAA
The CAA Nominating Committee developed the following slates of candidates to serve on the CAA beginning January 1, 2018. Accredited programs will select from among the candidates to fill the four vacancies. The name and affiliation of each candidate is listed below, along with the written statement from each candidate describing the expertise he or she would bring to the CAA.
Slate for Academic Member in Audiology (one vacancy)
Cynthia Fowler, PhD
Professor Department of Communication Sciences and Disorders
University of Wisconsin-Madison
I believe my background and experience qualify me to serve on the CAA. I have been a member of ASHA for over 30 years, and in that time I have had a variety of experiences that have enabled me to see how ASHA and the CAA work.
My first job in the field was as a clinical and research audiologist at the Long Beach VA Medical Center. In this role, I and my colleagues, supervised a number of audiology students doing either externships or their clinical fellowship years with us. We saw many students from California as well as from the rest of the country. I became very familiar with the CAA requirements in order to allow them to successfully complete their CFYs and enter their first jobs. Later, I moved to the
University of Wisconsin, where I led the development and subsequent accreditation of the AuD program. That was a large undertaking that required a complete understanding of the CAA requirements. During that process, I gathered a good sense of what went well, and where the process could be simplified in such a way to ease the job on the programs without compromising the rigorous process that keeps our standards high. I believe I can make a valuable contribution to the CAA, and I would be honored to serve in that capacity.
Vishakha W. Rawool, PhD
Professor and Director of the Doctor of Audiology (AuD) Program; Director of the Audiology Research Laboratory
Department of Communication Sciences & Disorders
West Virginia University
Morgantown, West Virginia
I am uniquely qualified to serve on the CAA due to my background in four related disciplines. I hold a diploma in education for children with hearing loss, a master’s degree in speech-language pathology and a Ph.D. with emphasis in audiology and hearing sciences. I have completed a post-doctoral fellowship in the Department of Neurology, at Johns Hopkins University.
I have extensive administrative experience in various areas including serving as the director of audiology program, preparing ASHA related documentation for program re-accreditation; and chairing numerous committees including the Audiology Graduate Affairs Committee and the Research, Service and Professional Development committee at West Virginia University. I have developed several new course syllabi throughout my career.
At the national level, my administrative experiences include serving as the president of the Scholarship Foundation of the National Hearing Conservation Association (NHCA) for two years with responsibilities for overseeing and enhancing the budget through careful investments. I also served as the program chair of the 2017 convention of the NHCA. Other examples include serving as the chair of the Student Research Forum committee of the 2006 conference program committee of the American Academy of Audiology and as the chair of the Diversity & Minority Affairs committee of the Association for Research in Otolaryngology. I have expanded my administrative knowledge further by serving on other committees such as the Bloomsburg University Steering Committee for the Middle States 5-year Review and the Task Force on Governance for the College of Professional Studies at Bloomsburg University.
Slate for Academic Member in Speech-Language Pathology (one vacancy)
Meher Banajee, PhD
Associate Professor and Program Director of Speech-Language Pathology
Department of Communication Disorders
LSU Health Sciences Center
New Orleans, Louisiana
I have been a site visitor since 2014 and have an extension for another three years. I have chaired 6 site visits. I feel this gives me adequate insight on the workings of CAA. In addition, our department is preparing for a site visit during the Fall semester. We are in the process of preparing for it and answering the “Bridge Questions” This gives me an advantage regarding familiarity with the new standards.
I have worked at LSU Health Sciences center since 1995; first as assistant professor, then associate professor and then recently as Program Director. In this position I have to participate in departmental policy decisions regarding admissions, curriculum and developing a strategic plan. I also supervise 6-7 students as part of their “in-house” clinical rotation. This requires a good understanding of standards for clinical supervision, client confidentiality and documentation. I have a teaching load of 2-2-1 during the academic year. I have experience developing syllabi, use of a variety of pedagogy and different resources to achieve CFCC outcomes.
As coordinator of the SIG 12 (AAC), I am required to demonstrate leadership and coordination skills as well as present ideas for new and innovative ideas for moving the SIG forward. This would again provide me with experience and skills to serve on CAA committee.
I feel that my experiences at the university as well as having been through two site visits gives me an advantage to understanding of the workings of CAA.
Judith Page, PhD
Department of Rehabilitation Sciences
University of Kentucky
I would bring a wide range of relevant experience to the role of CAA member. In my work environment, I served for 17 years as director of our accredited speech-language pathology program where I was responsible for overseeing and maintaining quality educational programs at the undergraduate and graduate level, recruiting and supporting high-quality faculty members, assuring that the program met current standards for both CAA and NCATE, assuring that the program allowed graduates to meet certification standards, maintaining relevant records, and submitting regular annual reports and re-accreditation applications. Beyond my institution, I served as a CAA site visitor from 2000-2006, averaging 1-2 visits/semester and serving frequently as site visit chair. From 2007-2010, I was a member of the CAA, serving as chair in 2009. While on the CAA I developed training materials for the Candidacy Site Visitor training program and also chaired focused site visits. After completing my CAA service, I was appointed to the CFCC, which I served as chair for 2012-2013. I recently completed a three-year term on ASHA’s Board of Directors, serving as ASHA President in 2015. Throughout all these experiences, I have always said that the time I worked the hardest, but felt I made the most important contribution was during my term on the CAA. Because I believe that the CAA serves a critical role in assuring the education of well-prepared, ethical practitioners, I would welcome the opportunity to again serve as a member. Thank you.
Slate for Practitioner Member in Audiology (one vacancy)
Jaynee Handelsman, PhD
Director of Pediatric Audiology
CS Mott Children’s Hospital, Michigan Medicine
Ann Arbor, Michigan
I have served consistently as an ASHA volunteer for most of my career so I have a depth of knowledge and appreciation of the association that would bring value. My involvement with standards setting and implementation began during my tenure on PSB. I was the first audiology practitioner site visitor for CAA at a time when the AuD programs were first being accredited. As a result, I learned a great deal about the CAA standards that existed at that time, and enjoyed visiting several programs and seeing how each was working to meet the standards. Serving on the BOE provided a different experience with standards, which taught me the value of having different perspectives at the table. During my tenure on CFCC, new audiology certification standards were developed, and that experience helped me appreciate the need for setting a high bar while maintaining an appropriate amount of flexibility. Finally, serving two terms on the BOD, including as President in 2016, has provided opportunities that have enriched me personally and professionally, and would contribute to my role on CAA.
For the first decade of my career, I was a faculty member in three different CSD programs, so I have experience in overall curriculum development as well as the development of individual courses. Between 1981 and 1991, I developed and taught eighteen distinct graduate level courses. As an adjunct professor at a fourth university, I co-taught Advanced Audiology for six years.
Each experience has impacted my perspective about leadership and our discipline.
Glenn Waguespack, M.S.
I previously served on the CAA from 2007-2010. During my last year of tenure, I served as Chair where I prepared meeting agendas, served on the standards committee, and the communication committee, as well as reviewed all site visit reports. I also participated in meetings with the ACAE (from AAA) regarding a combined accreditation system and provided testimony about accreditation to the US Department of Education.
My tenure on the CAA came before I went through site visitor training. I now serve as a site visitor for both re-accreditation and for candidacy programs. The experience I gained as a member of the CAA prepared me for site visits as I was able to gain a better understanding of how programs prepare for a site visit, and the actual visit itself allowed me to implement much of what was learned during CAA training.
Having served both as a site visitor and as a member of the CAA, I feel better prepared to make accreditation decisions. Audiology standards have changed, and there are other changes that have occurred since my tenure on the CAA. Being able to integrate these changes with my experiences as a site visitor would provide my with a better understanding of standards utilized in academic and clinical training programs. It would be a privilege to serve on the CAA as an audiology practitioner and to continue to expand my knowledge of the training of individuals involved in the treatment of individuals with communication disorders.
Slate for Practitioner Member in Speech-Language Pathology (one vacancy)
Janice Brown, M.S.
District of Columbia Board of Education
Washington, District of Columbia
Janice Brown, M.S., CCC-SLP is a thirty year veteran Speech-Language Pathologist for the District of Columbia Public Schools; in addition she serves as Chief Executive Officer of Parent SPA providing counseling and training to parents of children with speech, language, and/or hearing problems. Ms. Brown received her B.A. at South Carolina State University (Speech Language Pathology/Audiology with a minor in Special Education) and her M.S. (Speech Language Pathology) from University of the District of Columbia.
She provides diagnostic evaluations and intervention services for the Division of Specialized Instruction to students in public and private schools within the District of Columbia. She actively promotes the prevention of communication disorders and the identification of students at risk for academic problems. Ms. Brown assesses communication skills, evaluates results of comprehensive plans, and documents outcomes of intervention services. She collaborates with parents, teachers and other professionals, advocates for teaching practices, and participates in school-wide curriculum and literacy teams. She also enthusiastically supervises graduate students and clinical fellows because she understands the importance of providing guidance and support to aspiring clinicians to help them enhance their personal development and career growth.
Additionally, Janice Brown serves as State Liaison to ASHA Special Interest Group 16: School-Based Issues. She is responsible for promoting SIG 16, its mission, products and services. She encourages ASHA and NSSLHA members within the District of Columbia to join SIG 16 – she represented SIG 16 at DCSHA convention and, when appropriate, at other school-related professional meetings within the District of Columbia.
Laura Cord, M.S.
Acting Chief, Speech-Language Pathology Department
Department of Defense: Walter Reed National Military Medical Center
When serving in the role as a clinical instructor, I encourage fellows/externs to consistently educate, not only their patients and families but other providers, about the role and value of SLP services. Along with my mentorship, my most recent clinical fellow, engaged in education series to the neurology staff. This improved their understanding of clinical value that SLPs can provide in the areas of communication and swallowing, which led to development and inclusion of SLP on a multi-disciplinary ALS team. In addition to my experience as a clinical instructor/mentor, I created and manage the SLP Internship Program at Walter Reed-Bethesda. In these roles, I have experience working with over 15 students at various universities throughout the Unities States.
As the program manager, I continuously work on development of standards and process improvement for enhancement of the program as well as student and clinical instructor experience/professional growth. My graduate training has also extended to the SLP classroom during invited lectures and residency education to physicians.
Lastly, I have extensive and diverse clinical expertise in the adult and pediatric populations in the inpatient and outpatient setting. As the current chief of the SLP clinic, I have increased my knowledge in the business and operational side of a large SLP clinic. I am passionate about excellence for speech-language pathology education and overall growth of our profession. Thank you for your consideration for this position.